| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === Abstract
Homeroom teachers have lots of time to be with students and understand their learning condition. If one can make good use of the advantage of homeroom teachers to help students have the opportunity to learn English every day, it may be good for English learning. Most of the literatures focus on English teachers, students, teaching methods and materials; few of them concentrate on homeroom teachers and English teaching. In order to understand the effect of homeroom teachers assisting English teaching, further investigation is required on the problems.
The purpose of this study was to investigate the effect of elementary school homeroom teacher’s assisting English teaching on second-grade students’ English learning achievement and English learning attitude. This study adopted quasi-experiment design. Sixty second graders from an elementary school in Taipei County were selected as the experimental group and the control group. The researcher was the homeroom teacher of the experimental group. The control group was selected after all classes of second graders were analyzed by the test of homogeneity. The subjects from the experimental group received their homeroom teacher’s assisting English teaching for 10 weeks, but the control group did not. Before the experiment, two groups received the pretest of English Learning Attitude Scale. The test of English Achievement I was administered five weeks after the experiment began. At the end of the experiment, all the subjects took the test of English Achievement II and the post-test of English Learning Attitude Scale. Besides, the subjects from the experimental group were interviewed by the researcher. The data were analyzed with Independent Samples T Test and Paired-Samples T Test.
The results of this study were as follows:
1. The significant effect was observed in the Oral Test of the English Achievement I of the experimental group after the five weeks’ treatment, but not in the Paper and Pencil Test.
2. In the Paper and Pencil Test and Oral Test of the English Achievement II, the experimental group showed obviously higher improvement than the control group after the end of the experiment.
3. The experimental group and the control group did not show the significant effect
in the pretest and post-test of English Learning Attitude Scale. However, for the
experimental group, their performance in the post-test of English Learning Attitude Scale was significantly higher than that in the pretest of English Learning Attitude Scale.
The results showed that the experimental group performed better than the control group in the English Achievement Test. In addition, the data collected from the interview also indicated that the experimental group developed a very positive and supportive attitude toward elementary school homeroom teacher’s assisting English teaching.
Based on the results of this study, suggestions for further research were provided:
1. To provide more precise results, future studies can extend the period of experiment, study different grades or areas, increase the numbers of subjects and eliminate the interference (such as: taking English lessons after school).
2. The researcher observed the students of the experimental group were interested in the Classroom English. Because the homeroom teacher use the Classroom English every day, students can remember the meaning of the Classroom English shortly and learn the words of the Classroom English. Further studies can be directed to investigate the influence of students’ Listening Comprehension or English vocabulary after elementary homeroom teachers using more the Classroom English to interact with students and teaching the words’ meaning of the Classroom English.
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